자료유형  

 학위논문

Control Number  

0016933351

International Standard Book Number  

9798379707132

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Vazquez, Salvador Roberto.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of California, Los Angeles., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(120 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 84-12, Section: B.

General Note  

Advisor: Grammer, Jennie Katherine.

Dissertation Note  

Thesis (Ph.D.)--University of California, Los Angeles, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약Latinx is the fastest growing ethnic group in the United States. As a result, the demographic landscape of colleges across the nation is also changing to reflect this new reality. However, many Latinx students are still not finishing college at the same rate as other ethnic groups. One area of research that is lacking regarding Latinx students is their experiences around learning, studying, and testing. While many studies illustrate the unique circumstances that Latinx students face when going to college (e.g., likely to be first-generation student, strong sense of family obligation, experiencing racial discrimination) few have explored how these experiences relate directly to cognitive processes associated with learning. The testing effect paradigm has been well studied by cognitive psychologists, who have demonstrated self-testing is a very effective way to learn. Although the testing effect has been well researched in predominately Caucasian college students, little is known about how well it translates to other groups. The present study aims to look at how the heterogenous educational experiences of Latinx students at a Southern California university relates to cognitive processes of learning. Using a well-studied cognitive phenomenon known as the Testing Effect, this study used survey measures, experimental tasks (a Flanker task and a Spatial Working Memory Task), and electroencephalography (EEG) to assess which sociocultural experiences relate to measures of cognitive processes involved in learning on a testing effect task. Results indicate that race-based stress may account for overall lower accuracy on the testing effect task, but Latinx participants benefitted from testing as evidenced by better accuracy and reactions times on test condition items. The Error Related Negativity and Feedback Related Negativity were not present in the testing effect task, but both the P300 and alpha power were present and associated with race-based stress. Findings from this study will contribute to a better understanding of the importance of studying the unique experiences of Latinx college students as they relate to cognitive processes involved in learning and the considerations students and educators may need to take before using testing as a learning tool.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Cognitive psychology.

Subject Added Entry-Topical Term  

Neurosciences.

Subject Added Entry-Topical Term  

Higher education.

Index Term-Uncontrolled  

Cognitive control

Index Term-Uncontrolled  

Electroencephalography

Index Term-Uncontrolled  

Ethnic groups

Index Term-Uncontrolled  

Latinx

Index Term-Uncontrolled  

Race-based stress

Index Term-Uncontrolled  

Testing effect

Added Entry-Corporate Name  

University of California, Los Angeles Education 0249

Host Item Entry  

Dissertations Abstracts International. 84-12B.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:640062